Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

How do you Play with a Robotic Toy Animal? A long-term study of Pleo

Pleo is one of the more advanced interactive toys currently available for the home market, taking the form of a robotic dinosaur. We present an exploratory study of how it was interacted with and reflected upon in the homes of six families during 2 to 10 months. Our analysis emphasizes a discrepancy between the participants’ initial desires to borrow a Pleo and what they reported later on about their actual experiences. Further, the data suggests an apparent tension between participants expecting the robot to work as a ‘toy’ while making consistent comparisons with real pet animals. We end by discussing a series of implications for design of this category of toys, in order to better maintain interest and engagement over time

The integration of the Internet of Toys in early childhood education: A platform for multi-layered interactions

This is an Accepted Manuscript of an article published by Taylor & Francis in the European Early Childhood Education Research Journal on 3 March 2020, available online: https://www.tandfonline.com/doi/full/10.1080/1350293X.2020.1735738.This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. Data collection includes observations of interactions with IoToys (written and video), multimedia messages (digital images, videos), short written reflections and consultations with the children. Findings across all countries show that IoToys offers a platform for interactions to become multidirectional, multidimensional and multimodal. Examining the interactions in the ecology of the playroom, this study calls for pedagogy involving IoToys to provide a platform for children’s rich symbiotic explorations, creativity, collaboration and problem solvin

Boosting children's creativity through creative interactions with social robots

Creativity is an ability with psychological and developmental benefits. Creative levels are dynamic and oscillate throughout life, with a first major decline occurring at the age of 7 years old. However, creativity is an ability that can be nurtured if trained, with evidence suggesting an increase in this ability with the use of validated creativity training. Yet, creativity training for young children (aged between 6-9 years old) appears as scarce. Additionally, existing training interventions resemble test-like formats and lack of playful dynamics that could engage children in creative practices over time. This PhD project aimed at contributing to creativity stimulation in children by proposing to use social robots as intervention tools, thus adding playful and interactive dynamics to the training. Towards this goal, we conducted three studies in schools, summer camps, and museums for children, that contributed to the design, fabrication, and experimental testing of a robot whose purpose was to re-balance creative levels. Study 1 (n = 140) aimed at testing the effect of existing activities with robots in creativity and provided initial evidence of the positive potential of robots for creativity training. Study 2 (n = 134) aimed at including children as co-designers of the robot, ensuring the robot’s design meets children’s needs and requirements. Study 3 (n = 130) investigated the effectiveness of this robot as a tool for creativity training, showing the potential of robots as creativity intervention tools. In sum, this PhD showed that robots can have a positive effect on boosting the creativity of children. This places social robots as promising tools for psychological interventions.Criatividade é uma habilidade com benefícios no desenvolvimento saudável. Os níveis de criatividade são dinâmicos e oscilam durante a vida, sendo que o primeiro maior declínio acontece aos 7 anos de idade. No entanto, a criatividade é uma habilidade que pode ser nutrida se treinada e evidências sugerem um aumento desta habilidade com o uso de programas validados de criatividade. Ainda assim, os programas de criatividade para crianças pequenas (entre os 6-9 anos de idade) são escassos. Adicionalmente, estes programas adquirem o formato parecido ao de testes, faltando-lhes dinâmicas de brincadeira e interatividade que poderão motivar as crianças a envolverem-se em práticas criativas ao longo do tempo. O presente projeto de doutoramento procurou contribuir para a estimulação da criatividade em crianças propondo usar robôs sociais como ferramenta de intervenção, adicionando dinâmicas de brincadeira e interação ao treino. Assim, conduzimos três estudos em escolas, campos de férias, e museus para crianças que contribuíram para o desenho, fabricação, e teste experimental de um robô cujo objetivo é ser uma ferramenta que contribui para aumentar os níveis de criatividade. O Estudo 1 (n = 140) procurou testar o efeito de atividade já existentes com robôs na criatividade e mostrou o potencial positivo do uso de robôs para o treino criativo. O Estudo 2 (n = 134) incluiu crianças como co-designers do robô, assegurando que o desenho do robô correspondeu às necessidades das crianças. O Estudo 2 (n = 130) investigou a eficácia deste robô como ferramenta para a criatividade, demonstrando o seu potencial para o treino da criatividade. Em suma, o presente doutoramento mostrou que os robôs poderão ter um potencial criativo em atividades com crianças. Desta forma, os robôs sociais poderão ser ferramentas promissoras em intervenções na psicologia

Tangible storytelling: let children play with the bits

The use of tangible objects makes it possible to create interactions, or dynamics, which are alternatives to the mouse and keyboard in the process of communicating with the computer. The construction of these objects incorporating electronic components lets us bring that momentum to another level. This meeting with the technology allows children to take an active role, while there is a purpose of control over the objects, which becomes important to them. With the reinforcement of that control, the introduction of programmable digital electronic components also allows the child to develop, strengthen and feel the impact of their role as competent designer and creator of technology. Current technology allows the construction of these objects and the communication with computers at a low cost through micro-controllers, using, on one hand, the open source software and on the other the open hardware.info:eu-repo/semantics/publishedVersio

The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning

A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students’ understanding of the proportionality existing among the variables. The quantitative analysis reflects the acquisition of understanding of proportional relationships with the greatest increase being from low-performing students. The qualitative analysis provides an in-depth look at how students used their understanding of the distance, rate, and time relationship to develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum

What is a robot companion - friend, assistant or butler?

The study presented in this paper explored people's perceptions and attitudes towards the idea of a future robot companion for the home. A human-centred approach was adopted using questionnaires and human-robot interaction trials to derive data from 28 adults. Results indicated that a large proportion of participants were in favour of a robot companion and saw the potential role as being an assistant, machine or servant. Few wanted a robot companion to be a friend. Household tasks were preferred to child/animal care tasks. Humanlike communication was desirable for a robot companion, whereas humanlike behaviour and appearance were less essential. Results are discussed in relation to future research directions for the development of robot companions

The Effects of Integrating LEGO Robotics Into a Mathematics Curriculum to Promote the Development of Proportional Reasoning

A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students’ understanding of the proportionality existing among the variables. The quantitative analysis reflects the acquisition of understanding of proportional relationships with the greatest increase being from low-performing students. The qualitative analysis provides an in-depth look at how students used their understanding of the distance, rate, and time relationship to develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum

Needs Analysis on Robmanjar (Learning Partner Robot) Game Design to Stimulate Early Childhood Literacy

The purpose of this study was to analyze the learning needs of early childhood by designing the Robmanjar (Learning Partner Robot) game to stimulate the development of basic literacy in children's SPNF SKB Pontianak City Playgroup. The design of the Robmanjar game was prepared based on an analysis of the needs of the children's learning outcomes in the Pontianak City SPNF SKB Play Group in the first quarter of the odd semester of the 2022/2023 school year. The research method used was survey research. The number of respondents consisted of 1 educator, 8 parents of students, and 8 children of the SPNF SKB Playgroup in Pontianak City. Data collection techniques used interviews, observation, and questionnaires. The data analysis technique used was descriptive quantitative and qualitative analysis. The results showed that the average results of the elements of achievement in learning the basics of literacy were still low because the level of achievement of children who developed as expected was still below 50%. The details of the developmental achievements of the elements of the basics of child literacy in the Pontianak City SPNF SKB Play Group were 40.6% of children who had not yet developed; 42.2% of children started to develop; 15.6% of children developed as expected; and 1.6% of children developed very well. For the learning achievement elements of basic literacy to increase, it is necessary to design types of games that can stimulate children's development in the learning achievement elements of basic literacy. The Robmanjar game is expected to stimulate aspects of child development in the Pontianak City SPNF SKB Playgroup in the learning achievement elements of basic literacy